Chariho Middle School
CT: Stephen Cormier
7th/8th Grade Science
Chariho High School
CT: Jonathan Shehan
10th/11th Physiology, Biology
Observation / Reflection #4: The Game of School
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observation:
Every teacher wants to passionate and engaging. Every single teacher wants to be involved in discovery and learning and all the other theoretical things that are supposed to be attainable in school. Yet, every single teacher is not passionate, engaged, mindful, and does not offer meaningful assignments or lessons to their students. If that is what every teacher aims to be and represent, then why are there many teachers that fail to reach those levels? According to Ron Fried, author of The Passionate Teacher, these teachers are undermined by various elements that have become commonplace in America's public schools. These elements, such as truly disruptive students, tyrannical administrators, and overcrowded classrooms, become the foundation of what Fried refers to as the "Game of School." The Game of School is a collective mind-set of teachers and students that rejects any intellectual attachment and sincere effort in what they are trying to achieve. Fried mentions that when, "Faced with the stresses of daily life in school, [it can be easier] to pretend to believe rather than to truly believe in the value" of things like writing, reading, thinking, planning, researching, listening, analyzing, and evaluating. (Fried 2001) The elements that make up the Game of School detract from a teacher's focus and creates disengagement, which forces students to play the game.
At Chariho Middle School and Chariho High School, one major element of the game is crushing teachers and pushing students to the breaking point: assessment. Much is being made about standardized tests currently, but it is more than just the NECAP. Common assessments within schools and rigid testing practices from administrators and policy-makers are squeezing instructional time and making it difficult for teachers to teach. The simple fact that before a student can be assessed, the student needs time to learn and internalize new content. Major tests are being thrown at students so rapidly that teachers are having trouble in keeping pace and preparing students.
For the last three weeks, the middle schoolers at Chariho have been NECAP testing. The weeks leading up to the testing were spent in preparing students and teacher's ignoring their curriculum. Because of the long series of tests, teachers are now behind in their classes. This would be bad enough if it were not for the district dictated common assessments for each grade. They are essentially mid-terms at the end of a quarter. Thus, teachers have not had the time to teach content covered in the common assessments because of NECAP testing. All these tests and no time to teach. My middle school cooperating teacher is feeling the pressure and is doing everything possible to prepare his students.
A similar situation is happening over at the high school. Except there is a third test that my high school cooperating teacher needs to administer to his students. This is his own test for the course, and the first three chapters needed to be covered in order for students to be successful on the test. He could not use too many quizzes or other activities because the administration issues a rigid order where tests must account for 40% of a grade and quizzes, homework, etc. can only account for 20% maximum. This leaves my cooperating teacher no room to assess the students. The NECAP steals his instructional time. Finally, the common assessment needs to be given next week like at the middle school.
Reflection:
The continually increasing demand for testing is placing an incredible strain on teachers and creating high levels of stress for students. The environment of testing is a perfect breeding ground for low morale and disengagement: the perfect place for a Game of School. It would be so easy to teach to the test, do worksheets, and call it day. My cooperating teachers, however, seem to be resisting the lure of just giving in to the Game of School. Yes, tests are taking away from instructional time, are narrowing the curriculum, and are leaving students unprepared for what actually matters in school (learning), but my teachers are trying to make the best of the situation.
My middle school cooperating teacher feels the pressure of preparing students for the quarterly common assessment after having little instructional time this October due to NECAP testing, but he is trying to not give in to a Game of School mentality. He keeps lab activities engaging and whole-class discussions meaningful. The only time he expresses frustration is at team meetings. Even when talking to me, the discussions are in a positive manner and are focused on his techniques as a teacher or tips on how to do certain things. As a teacher, I want to promote a philosophy of positivity and security. I want my future students to enjoy being in my classroom, and I want them to feel comfortable enough to express their opinions and ask any questions they may have. Regardless of what is happening to teachers and policy decisions, I want that to stay behind the scenes when I interact and teach my students and not let myself become disengaged from my job. Like how my cooperating teacher is able to do.
My high school cooperating teacher tries to use his own test as a warm-up for the mandated quarterly common assessment. Many of the topics covered in the test are questions that will appear on the common assessment (the assessment used items from various tests in the school prior to creation). My teacher understands that the students are overtested, and he tries to fight the Game by obeying the rigid rules (because he has no choice) but tries to find his own methodology inside them. When I become a teacher, my philosophy will be based on flexibility. I will follow school rules like any good employee does at their job, but I will try to find ways to tailor my instruction that is for the best of my students. When faced with a rigid policy that makes sense in some content circles but lacking of common sense in others, I will try to bend something mandated to fit my students or find a way to somehow make it meaningful.
Sometimes the Game of School is simply placed on teachers. That does not mean teachers have to accept it. Do not play the Game. Beat it.
Visit #5
October 23, 2013Chariho Middle School
CT: Stephen Cormier
7th/8th Grade Science
Chariho High School
CT: Jonathan Shehan
10th/11th Physiology, Biology
Observation / Reflection #4: The Game of School
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer atleast three of the following questions:
Observation:
Every teacher wants to passionate and engaging. Every single teacher wants to be involved in discovery and learning and all the other theoretical things that are supposed to be attainable in school. Yet, every single teacher is not passionate, engaged, mindful, and does not offer meaningful assignments or lessons to their students. If that is what every teacher aims to be and represent, then why are there many teachers that fail to reach those levels? According to Ron Fried, author of The Passionate Teacher, these teachers are undermined by various elements that have become commonplace in America's public schools. These elements, such as truly disruptive students, tyrannical administrators, and overcrowded classrooms, become the foundation of what Fried refers to as the "Game of School." The Game of School is a collective mind-set of teachers and students that rejects any intellectual attachment and sincere effort in what they are trying to achieve. Fried mentions that when, "Faced with the stresses of daily life in school, [it can be easier] to pretend to believe rather than to truly believe in the value" of things like writing, reading, thinking, planning, researching, listening, analyzing, and evaluating. (Fried 2001) The elements that make up the Game of School detract from a teacher's focus and creates disengagement, which forces students to play the game.
At Chariho Middle School and Chariho High School, one major element of the game is crushing teachers and pushing students to the breaking point: assessment. Much is being made about standardized tests currently, but it is more than just the NECAP. Common assessments within schools and rigid testing practices from administrators and policy-makers are squeezing instructional time and making it difficult for teachers to teach. The simple fact that before a student can be assessed, the student needs time to learn and internalize new content. Major tests are being thrown at students so rapidly that teachers are having trouble in keeping pace and preparing students.
For the last three weeks, the middle schoolers at Chariho have been NECAP testing. The weeks leading up to the testing were spent in preparing students and teacher's ignoring their curriculum. Because of the long series of tests, teachers are now behind in their classes. This would be bad enough if it were not for the district dictated common assessments for each grade. They are essentially mid-terms at the end of a quarter. Thus, teachers have not had the time to teach content covered in the common assessments because of NECAP testing. All these tests and no time to teach. My middle school cooperating teacher is feeling the pressure and is doing everything possible to prepare his students.
A similar situation is happening over at the high school. Except there is a third test that my high school cooperating teacher needs to administer to his students. This is his own test for the course, and the first three chapters needed to be covered in order for students to be successful on the test. He could not use too many quizzes or other activities because the administration issues a rigid order where tests must account for 40% of a grade and quizzes, homework, etc. can only account for 20% maximum. This leaves my cooperating teacher no room to assess the students. The NECAP steals his instructional time. Finally, the common assessment needs to be given next week like at the middle school.
Reflection:
The continually increasing demand for testing is placing an incredible strain on teachers and creating high levels of stress for students. The environment of testing is a perfect breeding ground for low morale and disengagement: the perfect place for a Game of School. It would be so easy to teach to the test, do worksheets, and call it day. My cooperating teachers, however, seem to be resisting the lure of just giving in to the Game of School. Yes, tests are taking away from instructional time, are narrowing the curriculum, and are leaving students unprepared for what actually matters in school (learning), but my teachers are trying to make the best of the situation.
My middle school cooperating teacher feels the pressure of preparing students for the quarterly common assessment after having little instructional time this October due to NECAP testing, but he is trying to not give in to a Game of School mentality. He keeps lab activities engaging and whole-class discussions meaningful. The only time he expresses frustration is at team meetings. Even when talking to me, the discussions are in a positive manner and are focused on his techniques as a teacher or tips on how to do certain things. As a teacher, I want to promote a philosophy of positivity and security. I want my future students to enjoy being in my classroom, and I want them to feel comfortable enough to express their opinions and ask any questions they may have. Regardless of what is happening to teachers and policy decisions, I want that to stay behind the scenes when I interact and teach my students and not let myself become disengaged from my job. Like how my cooperating teacher is able to do.
My high school cooperating teacher tries to use his own test as a warm-up for the mandated quarterly common assessment. Many of the topics covered in the test are questions that will appear on the common assessment (the assessment used items from various tests in the school prior to creation). My teacher understands that the students are overtested, and he tries to fight the Game by obeying the rigid rules (because he has no choice) but tries to find his own methodology inside them. When I become a teacher, my philosophy will be based on flexibility. I will follow school rules like any good employee does at their job, but I will try to find ways to tailor my instruction that is for the best of my students. When faced with a rigid policy that makes sense in some content circles but lacking of common sense in others, I will try to bend something mandated to fit my students or find a way to somehow make it meaningful.
Sometimes the Game of School is simply placed on teachers. That does not mean teachers have to accept it. Do not play the Game. Beat it.